| Course Description |
|
| Course Name |
: |
Pre-Islamic History and Culture of Turkey |
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| Course Code |
: |
SB 203 |
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| Course Type |
: |
Compulsory |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
2 |
|
| Course Semester |
: |
Fall (16 Weeks) |
|
| ECTS |
: |
3 |
|
| Name of Lecturer(s) |
: |
|
|
| Learning Outcomes of the Course |
: |
Learns about the oldness of the Turkish nation.
Realizes the the fact that many states were established by Turks in history and understands that they directed the events in their prevailing geographical position.
Learns about the sophisticated culture of Turks.
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
The aim of this course is to inform students about the countries established by Turkish nation prior to Islam , their political, economic and cultural features. |
|
| Course Contents |
: |
The contents of this course include the dynamics of the political history of the Turkish states before Islam; social and cultural structures of the Huns; social and cultural structures of Göktürks; social and cultural structures of the Uighurs: other social and cultural structures of the pre-Islamic Turkish tribes.
|
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
Classroom |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Turk, the Turkish race, the Turkish homeland |
Pre-reading |
Presentation |
|
2 |
Establishment of the first civilizations in motherland |
Pre-reading |
Presentation |
|
3 |
Spillovers of Turks |
Pre-reading |
Presentation |
|
4 |
Hun Empire |
Pre-reading |
Presentation |
|
5 |
Migration of Peoples, European Hun Empire |
Pre-reading |
Presentation |
|
6 |
Göktürks |
Pre-reading |
Presentation |
|
7 |
Uighurs |
Pre-reading |
Presentation |
|
8 |
Mid-term exam |
None |
Written examination |
|
9 |
Central Asian States established outside of Turkey |
Pre-reading |
Presentation |
|
10 |
Principles of Steppe Culture |
Pre-reading |
Presentation |
|
11 |
State Administration of pre-Islamic Turks |
Pre-reading |
Presentation |
|
12 |
Social Structure of the pre-Islamic Turks |
Pre-reading |
Presentation |
|
13 |
Pre-Islamic Turkish Religious Life |
Pre-reading |
Presentation |
|
14 |
Economic Life in Pre-Islamic Turks |
Pre-reading |
Presentation |
|
15 |
Pre-Islamic Turks Literary Arts and Entertainment |
Pre-reading |
Presentation |
|
16/17 |
Final exam |
None |
Written examination |
|
|
|
Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 İbrahim Kafesoğlu, Türk Milli Kültürü
A. Kurat; IV-XVIII. Yüzyıllarda Karadeniz’in Kuzeyinde Kurulmuş Olan Türk Kavimleri ve Devletleri
Bahaeddin Ögel, Türk Kültürünün Gelişme Çağları
Bahaeddin Ögel, Türk Kültür Tarihi
Lazio Rasonyi, Tarihte Türklük
W. Eberhard, Eski Çin Kültürü ve Türkler
A. Zeki Velidi Togan, Umumi Türk Tarihi´ne Giriş
Erol Güngör, Tarihte Türkler
Ali Kemal Meram, Göktürk İmparatorluğu Tarihi
Jean- Paul Roux, Türklerin Tarihi Pasifik´ten Akdeniz´e 2000 Yıl
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| |
| Required Course Material(s) | |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
They use the methods to enrich empathy, critical and creative thinking, effective decision making compatible with humanistic values and problem solving skills. |
4 |
|
2 |
They plan teaching-learning process noting students´ individual differences and the characteristics of the subject focus. |
4 |
|
3 |
They develop original materials student-oriented instruction and use information technologies. |
4 |
|
4 |
They avoid beiong mechanical in measurement and evaluation and use creative and elaborative forms to provide multiple development of the students. |
4 |
|
5 |
They explain information production methods of Social Sciences. |
2 |
|
6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
5 |
|
7 |
They recognize the cultural structures of their own and other societies. They also evaluate reasons and outcomes of changes throughout history. |
4 |
|
8 |
They define the location of their place on Earth. They evaluate social, political and economical effects of geographical location and the results of them. |
4 |
|
9 |
They become aware of the importance of using natural sciences and arts to apprehend the Earth multidimentionally. They define their scientific, cultural, artistic and social needs and develop themselves continually. |
3 |
|
10 |
They relate the disciplines that contribute to content of Social Studies lesson, applying the required specific instruction methods for the program. |
3 |
|
11 |
They describe the applications to create democratic learning environment and make the classroom a real piece of life. |
3 |
|
12 |
They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. |
3 |
|
13 |
They recognize scientific basis of education. |
4 |
|
14 |
They evaluate themselves in terms of their own professional qualifications. |
4 |
|
15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
5 |
|
16 |
They become a citizen-teacher model. They struggle for a solution to current problems of the globe and their own environment as a participant member of the society. |
4 |
|
17 |
They value self-confidence, braveness to question and power of changing. They want to study hard and take responsibility for achieving that goal. |
4 |
|
18 |
They reach information sources and evaluate their learnings in a critical attitude. |
4 |
|
19 |
They value life-long learning. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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